EFL Instructions at Madrasah in Bangladesh: Challenges, Deficiencies, and Feasible Reforms

The Madrasah education system is an essential stream of the educational structure in Bangladesh as it provides religious and general education to millions of students. Unfortunately, learning English as a Foreign Language (EFL) in Madrasah lags behind in Bangladesh. This review article identified gaps, such as outdated curricula, lack of standard teaching and learning materials and resources, and socio-cultural factors that hinder quality EFL education in Madrasah. Over-reliance on the grammar-translation method, inadequacy of task and communicative approaches, resource insufficiency, and socio-cultural resistance pose challenges in EFL learning. The absence of digital devices and other teaching aids also reduces chances for regular, physical, and practical language learning activities. Moreover, teachers cannot bring about desirable differences themselves because they lack exposure to novel concepts and practices in language teaching. Many students follow rote memorization, which does not help them develop critical thinking or speak English inside and outside of the classroom. In addition, financial and structural problems hinder progress in this aspect. To cope with these threats, this article presents potential solutions, namely changes in curriculum with an emphasis on communication and interaction as well as on profession-oriented in-service development for teachers and didactic use of facilities based on information and communication technologies. Enhancing the quality of teacher training and establishing a suitable digital learning environment are the two key steps toward better EFL teaching in Madrasah. Collaborative efforts among policymakers, educational institutions, and stakeholders will be able to provide the needed results.